Alexandru V. Roman

Framing the Questions of E-Government Ethics: An Organizational Perspective

Scholars have suggested that the delineation of a field’s “big” questions is critical for its cohesive and practical intellectual growth. Instilling a habitual practice of focusing inquiries on fundamental questions is particularly warranted for fledgling areas of research. Currently, while there is already a rich body of literature that addresses administrative, computer, information, and cyber ethics, only a limited number of writings discuss ethical problems specifically within the e-government context. It can be argued that the e-government condition introduces a distinctive type of ethical problems; questions regarding which have yet to be properly framed. This article suggests five critical questions of e-government ethics at the organizational level that justify notable academic attention.

Public policy and financial management through eprocurement: A practice oriented normative model for maximizing transformative impacts

Scholars have suggested that the current dynamics within the provision of public services have shaped traditional administration into governance by contract. Under such conditions, restructuring public procurement, specifically within the technological capabilities available within e-procurement, has often been associated with manifold positive financial and policy outcomes. The supposed benefits of digitalizing public procurement are legion, yet they are often assumed and rarely grounded in hard evidence. Based on the results of a survey of procurement specialists (n=499), this article suggests that in its current form e-procurement adoption is failing to uphold the transformative benefits that it is regularly attributed within popular discourse. An extensive literature review is undertaken in order to construct practical understandings of the factors that could explain the rather disappointing early developments. The paper offers a practice oriented normative model that would increase the probability of achieving transformative dynamics as a result of e-procurement adoption.

The politics of bounded procurement: Purists, brokers and the politics-procurement dichotomy

The last two decades have witnessed a tremendous growth in the body of literature addressing the importance and the impact of contracting and public procurement within the context of devolution of government. The austere budgetary and financial outlooks of the future suggest that the significance of the area will only continue to grow. As such, generating explanatory frameworks, within dimensions such as decisionmaking and accountability in public procurement, becomes crucial. Drawing from original research this article suggests one possible frame for understanding administrative decision-making in complex environments. Based on semi-structured interviews with public procurement specialists, the study identifies two decision-making patterns− broker and purist. It is asserted that the decision-making dynamics exhibited by administrators are contingent on their perceptions regarding environmental instability, in particular the political volatility surrounding their work.

Counterbalancing Perspectives on the Current Administrative Telos of American Bureaucracies

Although routinely criticized for its many flaws, bureaucracy, as a form of organizing, remains perceived as being more efficient than any other currently known forms of administration. In fact, efficiency is often considered as the primary purpose of bureaucratic organization. This article examines the current administrative telos of American bureaucracies. It makes the twofold argument that bureaucracy’s dominant purpose, as a form of organizing, changes with time, and given the contingency of the political and historical developments of the past four decades, administrative efficiency can no longer be freely associated with bureaucratic constructs. It is hypothesized that instilling stability, by shielding public servants and their decision-making from environmental volatility and stakeholders’ challenges, much of which are political in character, has become the current dominant telos of American bureaucracies.

Integrating ICT adoption issues into (e-)leadership theory

While e-government and e-administration have been much researched, e-leadership has not.Traditionally, e-leadership has been defined as ICT-mediated communication only.E-leadership should include ICT adoption competence for both personal and enterprise use.Technology adoption models can be usefully adapted for leadership theory building. Information and communication technologies (ICTs) are having a profound effect in society and organizations. However, the literature on ICT adoptionfrom selection to implementationhas not been well integrated into leadership theory. This is particularly true in terms of adoption. Leaders must adopt ICTs not only for their own competencean antecedent condition for what is considered e-leadership, but choose, recommend, and support implementation of ICTs for their organizations/units to use. Leaders are also expected to become effective in dealing and navigating the challenges of leading within the digital space. At this moment, there are two pertinent literatures: the technology adoption literature and the enterprise resource planning literaturewhich can be considered an important special case of leadership change management literatureand which could provide the theoretical basis for developing a unified theoretical perspective on e-leadership. This article provides a framework and propositions to connect these literatures by focusing on the effects of individual leader characteristics on the ICT adoption process from both a personal and enterprise-wide perspective. Study limitations and future research opportunities are outlined.

The Determinants of Public Administrators’ Participation in Policy Formulation

There are few who would question that within their everyday discretionary choices and decision making, public servants can develop into consequential and dynamic actors in the policy process. Participation in policy formulation is a particularly meaningful stage within which administrators can make a noticeable impact in shaping public policy. Whether they do so or not often comes down to an individual choice. Yet, while there is a great deal of anecdotal evidence regarding public servants’ involvement in policy formulation, there is relatively less empirical research in the area. In particular, there is little known about the conditions under which some public administrators are more likely than others to seek to become involved in policy formulation. This study explores the effects that stakeholders’ expectations, self-expectations, administrative discretion, and tenure have on administrators’ predispositions to seek opportunities to participate in the formulation of public policy issues they find important.

E-leadership: an empirical study of organizational leaders’ virtual communication adoption

Even though e-leadership was broadly defined in 2001 (Avolio et al.), there has been surprisingly little progress (Avolio et al., 2014). In order to make a better progress, the authors recommend dividing the field into four quadrants to facilitate the research focus. It can be divided by e-leadership phases (the adoption of technology phase vs the quality of use of technology phase), as well as the purposes (e-leadership as virtual communication vs e-leadership as management of organizational structures). The paper aims to discuss these issues.,This study provides a model of e-leadership as communication adoption at the individual level (ECAMi). Structural equation modeling was used to test a previously published model by Van Wart et al. (2017a). The model included select traits and skills (as antecedent conditions), awareness of ICTs, evaluation of ICTs, willingness to expend effort in learning about ICTs, intention to use ICTs, and facilitating conditions.,The overall model demonstrates a good fit. It can be concluded that the ECAMi represents a valid model for understanding e-leaders’ technological adoption. It is also found that while all select skills and traits are significant – energy, responsibility and analytical skills stand above the others.,To the best of the authors’ knowledge, this represents the first effort to operationalize e-leadership.

Operationalizing the definition of e-leadership: identifying the elements of e-leadership

The effects of the ongoing digital revolution have been profound and have been studied in many contexts such as government interaction with the public (e-participation) and administrative structures (e-administration). However, the study of how the digital revolution has changed leaders’ interactions with followers via information and communication technologies (ICTs) has been modest, and the theory building in organizational studies and public administration has been, for the most part, nonexistent. A major reason for this lack of progress is the inability to produce an operational definition of e-leadership that spans telework, team, and enterprise settings. The article examines an exploratory case study to propose an operational definition based on six factors (or broad e-competencies) for e-leadership. Research limitations and future research opportunities are discussed. Points for practitioners E-leadership, technology-mediated leadership, has become critically important for leaders at all levels, both inside and outside of the organization. E-leadership is as much about blending technologies and traditional communication as it is about simply using more ICT-mediated communication. While there is a lot of consistency in the types of leadership skills needed in traditional and virtual environments, they are not the same and the differences are critical to success and failure. The areas in which competence in e-skills were most important included: e-communication, e-social skills, e-team building, e-change management, e-technology skills, and e-trustworthiness.

Reflections on Designing a MPA Service-Learning Component: Lessons Learned.

This article provides the “lessons learned” from the experience of redesigning two sections (face-to-face and online) of a core master of public administration class as a service-learning course. The suggestions made here can be traced to the entire process of the project, from the “seed idea” through its conceptualization and implementation. The discussion relies heavily on quantitative and qualitative data collected during and at the completion of the two sections. On the whole, this article discusses some of the pedagogical and operationalization issues that are critical for the success of service-learning courses.